Relevant bibliographies by topics / Self-talk

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-talk'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Self-talk"

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Corral, Nadine, and Shirin D. Antia. "Self-Talk." TEACHING Exceptional Children 29, no. 4 (March 1997): 42–45. http://dx.doi.org/10.1177/004005999702900408.

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Tran, Aimee N., and Seung Ho Chang. "Exploring the Functions of Self-Talk: The Effects of Self-Talk on Sports Performance in Collegiate Athletes." International Journal of Human Movement Science 16, no. 1 (April 30, 2022): 47–58. http://dx.doi.org/10.23949/ijhms.2022.04.16.1.4.

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Hatzigeorgiadis, Antonis, Nikos Zourbanos, and Yannis Theodorakis. "The Moderating Effects of Self-Talk Content on Self-Talk Functions." Journal of Applied Sport Psychology 19, no. 2 (May 22, 2007): 240–51. http://dx.doi.org/10.1080/10413200701230621.

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Davidhizar, Ruth E., and Ruth Shearer. "Increasing Self-Confidence Through Self-Talk." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 14, no. 2 (February 1996): 119–22. http://dx.doi.org/10.1097/00004045-199602000-00009.

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Van Raalte, Judy L. "Chapter 53 - Self-talk." Routledge Online Studies on the Olympic and Paralympic Games 1, no. 44 (January 2012): 510–17. http://dx.doi.org/10.4324/9780203851043_chapter_53.

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Payne, Beverly D., and Brenda H. Manning. "Self‐talk for teachers." International Journal of Leadership in Education 1, no. 2 (April 1998): 195–202. http://dx.doi.org/10.1080/1360312980010207.

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Hardy, James, Craig R. Hall, and Lew Hardy. "Quantifying athlete self-talk." Journal of Sports Sciences 23, no. 9 (September 2005): 905–17. http://dx.doi.org/10.1080/02640410500130706.

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McGONIGLE, DEE. "MAKING SELF-TALK POSITIVE." AJN, American Journal of Nursing 88, no. 5 (May 1988): 725–26. http://dx.doi.org/10.1097/00000446-198805000-00029.

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Zach, O. "Self-talk and its application to competitive swimming." Studia Kinanthropologica 24, no. 2-3 (February 15, 2024): 67–75. http://dx.doi.org/10.32725/sk.2024.004.

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Schneider, Johann F., Markus Pospeschill, and Jochen Ranger. "Does Self-Consciousness Mediate the Relation between Self-Talk and Self-Knowledge?" Psychological Reports 96, no. 2 (April 2005): 387–96. http://dx.doi.org/10.2466/pr0.96.2.387-396.

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Building on Morin's understanding of the relations among self-talk, self-consciousness, and self-knowledge, this study examined the hypothesis that functional and dysfunctional self-consciousness mediate between self-talk and self-knowledge. A self-report questionnaire including 10 scales assessing different aspects of Self-talk, Self-consciousness, and Self-knowledge was administered to 200 German undergraduate university students (95 women, 105 men). Mediation analysis showed that the observed negative relationship between Self-talk and Self-knowledge was mediated by Dysfunctional Self-consciousness, while Functional Self-consciousness acted like a supressor variable. The discussion focuses on limitations of the present measures of Self-talk.
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Dissertations / Theses on the topic "Self-talk"

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Majorek, Robyn Tamara. "Self-talk and women's soccer performance /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19156.pdf.

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Miller, Abigail Jeannine. "The influence of types and selection of mental preparation statements on collegiate cross-country runners' athletic performance and satisfcation levels." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1145904211.

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Van, Sistine Andrew J. "Negative self-talk in school-aged children." Menomonie, WI : University of Wisconsin--Stout, 2008. http://www.uwstout.edu/lib/thesis/2008/2008vansistinea.pdf.

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Ives, Allison Katherine. "Examination of Self-talk and Exercise Adherence." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/143375.

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Kinesiology
M.S.
The current study identified the factors related to exercisers' self-talk and exercise adherence. Hardy (2006) defined self-talk as "(a) verbalizations or statements addressed to the self; (b) multidimensional in nature; (c) having interpretive elements associate[d] with the content of statements employed; (d) is somewhat dynamic; and (e) serving at least two functions; instructional and motivational, for the athlete," or in this case, the exerciser (p. 84). The purpose was to discover an individual's exercise self-talk and what thoughts may be preventing, or encouraging, him or her to regularly exercise. Specifically, the participants were asked questions about their exercise participation, their use of and frequency of self-talk during exercise, their beliefs about the perceived benefits and barriers to exercise, and their confidence levels related to exercising. Participants from three fitness locations volunteered to complete an online survey. There were 146 participants who completed the questionnaires. There were 91 defined adherers and 55 non-adherers. The results indicated that the adherers perceived more benefits to exercise, as well as had higher exercise self-efficacy. The results of the open-ended responses indicated that the most important factors appeared to be the type of self-talk that was used during the exercise (positive/motivational was the most common response across both adherers and non-adherers), and at what point during the exercise session the self-talk was used (20% of adherers reported using during difficult points in the session). The conclusions from the study can also be used to provide an indication of how self-talk could be use to encourage initiation and maintenance of exercise.
Temple University--Theses
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Linnér, Lukas. "THE EFFECTS OF INSTRUCTIONAL AND MOTIVATIONAL SELF-TALK ON SELF-EFFICACY AND PERFORMANCE IN GOLF PLAYERS." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14507.

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The objectives of this study were: (1) to examine the effects of instructional and motivational self-talk on self-efficacy in elite golf players; and (2) to examine the effects of instructional and motivational self-talk on performance in elite golf players. Participants involved were 9 elite golf players with a mean age of 20.4 years (SD = ± 1.1). A repeated measure design was implemented, and the putting experiment was completed in three sessions. Multiple one-way repeated measure analyses of variance revealed no significant differences across tries regarding self-efficacy and that instructional self-talk significantly improved performance compared to the baseline measure. Qualitative content analysis of after experiment debriefings revealed that participants found the task challenging, thought their self-talk affected their performance, and had issues with the absence of a hole. The results are discussed in relation to theory, previous research, and methodological issues. A revised version of the self-talk framework is suggested. Future research and practical applications of the results are suggested.
Syftet med föreliggande studie var: (1) att undersöka effekterna av instruerande och motiverande self-talk på self-efficacy hos elit golfspelare; samt (2) att undersöka effekterna av instruerande och motiverande self-talk på prestation hos elit golfspelare. 9 elit golfspelare deltog med en medelålder på 20.4 år (SD = ± 1.1). En inomgruppsdesign med upprepade mätningar implementerades och puttningsexperimentet genomfördes i tre sessioner. Multipla envägs beroende variansanalyser avslöjade inga signifikanta skillnader mellan mätningar vad gäller self-efficacy och att instruerande self-talk signifikant ökade prestationen jämfört med baslinjemätningen. Kvalitativ innehållsanalys av den efter experimentella debriefingen visade att deltagarna upplevde uppgiften som utmanande, ansåg att deras self-talk påverkade deras prestation, och att frånvaron av ett hål var problematiskt. Resultaten diskuteras i relation till teoretiska ramverk, tidigare forskning, och metodiken i studien. En reviderad version av a framework of self-talk presenteras. Förslag på framtida forskning och praktiska implikationer ges.
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Oliver, Emily J. "Advancing the understanding of self-talk : A self-determination theory perspective." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531057.

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Withers, Joanne. "Exploring seven to eleven year old children's perspectives of self-talk and their experience of an intervention encouraging self-talk that is self-compassionate." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18900.

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Paper One: An opportunity sample from three primary schools participated, split between two age categories with 37 children from year groups three and four (mean age of 8 years) and 48 from year groups five and six (mean age of 9 years 11 months). Children’s perspectives of self-talk were explored through focus groups that were transcribed and then studied through thematic analysis (Braun & Clarke, 2006). Additional quantitative data was generated from the children’s self-reported experiences of self-talk, which they also rated along constructs relating to positivity. A sample of the children’s self-talk statements that were judged to be self-evaluative, were additionally rated by an opportunity sample of four adult participants to allow a comparison between adult and child perspectives. In line with previous research, themes arose concerning children’s perspectives of the role of self-talk in enabling them to negotiate cognitive and social situations. New themes arose including the children’s concerns about the privacy of their thoughts and the prominence of self-evaluative forms of self-talk. More similarities than differences were found between the two age ranges and there was considerable overlap between adult and child ratings of the evaluative self-talk statements. The implications of these findings and suggestions for future research are discussed, including links to Paper Two of this study. Paper Two: This is a feasibility study. An opportunity sample of 79 children, aged between seven and eleven years old (mean age of 9 years 7 months), took part in a series of six group intervention sessions run by the researcher. These aimed to encourage self-talk that is self-compassionate, using elements of compassion focused approaches (Gilbert, 2009). A mixed methods design led to analysis of qualitative data from post-intervention group interviews using thematic analysis (Braun & Clarke, 2006). Quantitative data comprised the children’s pre-intervention and post-intervention responses to three questionnaires seeking to explore wellbeing, behaviour and self-compassion. Several key themes were identified, including the children’s ability to engage with the concepts of self-talk, self-kindness and the three system model of emotions (Gilbert, 2009). The concept of self-compassion itself was found to have some aspects that were harder for the children to comprehend. There were no significant differences between the children’s responses on the pre-intervention and post-intervention questionnaires, however, there were interesting qualitative responses concerning the use of these. The implications of these findings will be discussed with consideration to current educational psychologist practice and the need for future research.
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Murphy, Sean Edward. "The language of self-talk in Shakespeare's plays." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/89019/.

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This thesis reports an original approach to the language of self-talk in Shakespeare’s plays. Having established that self-talk is a form of discourse worthy of study, and potentially distinguishable from dialogue in terms of language, I ask two questions: 1. What is the nature of self-talk? 2. What language forms are characteristic of self-talk? The second question is really a subsidiary of the first in that it focuses specifically on the linguistic nature of self-talk. In Chapter 2, I begin to answer these questions by drawing on theories in stylistics, (im)politeness, literary criticism and methods employed in corpus linguistics. In doing so, I show how this research breaks new ground by approaching the language of self-talk from innovative angles, for example, by building and studying a corpus of self-talk. Chapter 3 describes the construction of this corpus, together with a dialogue corpus against which to compare the former. Chapters 4 and 5 address the first question. In Chapter 4, qualitative analysis of the self-talk corpus provides insights into the nature of self-talk as discourse, showing, for example, how speakers may linguistically split themselves in two. The focus in Chapter 5 shifts to theories of (im)politeness, and the ways in which self-talkers use linguistic strategies to justify their own social value, or even attack it by being impolite to themselves. Chapter 6 addresses the second question by using automatic analysis of the self-talk corpus, in conjunction with the dialogue corpus, to reveal characteristic language forms. Among others, these include DREAM, EYES, NATURE, and COMES. Chapter 7 uncovers characteristic combinations such as AND YET, I AM and I WILL. Self-talk in comedy, history and tragedy is typified by words such as LOVE, KING and GODS respectively.
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Son, Veronica. "The effects of self-talk on self-efficacy, collective efficacy, and performance." University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0023.

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The primary purpose of this study was to examine the impact of different types of self-talk (i.e., group-oriented self-talk versus individual-oriented self-talk) upon self-efficacy, collective efficacy, and performance of a dart-throwing task in a group setting. The second object was to examine the interaction individuals' between individualistic or collectivistic orientations and self-talk on their perceptions of self-efficacy and collective efficacy. Participants were 80 university students (age, M = 22.25 years, SD = 4.41). A series of 3 (self-talk intervention levels) X 2 (individualism-collectivism levels) between-groups ANOVAs revealed that both self-efficacy and collective efficacy beliefs were significantly higher in the group-oriented self-talk condition than in the control condition. Consistent with efficacy beliefs, significant differences in performance improvement were found between the group-oriented-self-talk and the control condition. However, no interaction between self-talk and individualism-collectivism was found for self-efficacy or collective efficacy. The results suggest that in interdependent contexts, group-oriented self-talk strategies could be more effective in enhancing participants' confidence in their own abilities, their team's abilities, and performance than individual-oriented self-talk strategies. Limitations and implications for the future study of efficacy beliefs within a group performance setting are discussed.
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Qadar, Farah. "Self-Talk: Effects on Emotion in Interpersonal Communication Context." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613581.

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This study examines self-talk within a communication framework and context. The effects of different types of self-talk on emotion are explored. Specifically, this research looks at different types of self-talk based on the language and message aspects of the self-talk including: valence of self-talk (negative vs. positive), and self-talk content (using name vs. second-person pronoun [you] for self-reference). The relative effects of these different types of self-talk on emotion are investigated within the context of interpersonal anger. For control, the study contrasts the effects of self-talk with the effects of thought. Additionally, this study looks at the effects of the different types of self-talk and thought on subsequent interpersonal communication outcomes (perceived satisfaction and effectiveness of written interpersonal communication as well as willingness to communicate interpersonally). Results indicated that valence of self-talk and thought has significant impact on emotional outcomes. Results also indicated an interaction effect between valence and the self-talk/thought manipulation on negative affect. Positive self-talk decreased negative affect more than positive thought. Further results demonstrated a mediated effect of self-talk on subsequent interpersonal communication outcomes. Positive self-talk led to less anger after interpersonal communication which led to greater perceptions of interpersonal communication effectiveness and satisfaction and increased willingness to communicate interpersonally.
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Books on the topic "Self-talk"

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Helmstetter, Shad. The self-talk solution. New York: W. Morrow, 1987.

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Helmstetter, Shad. The self-talk solution. New York: W. Morrow, 1987.

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Kaufmann, Beat. Über den inneren Dialog: Zur existentiellen Bedeutung der Selbst-Kommunikation. Bern: P. Lang, 1993.

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Puchalska-Wasyl, Małgorzata. Nasze wewnętrzne dialogi: O dialogowości jako sposobie funkcjonowania człowieka. Wrocław: Wydawn. Uniwersytetu Wrocławskiego, 2006.

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Franklin, Richard L. Overcoming the myth of self-worth: Reason and fallacy in what you say to yourself. Appleton, Wis: Focus Press, 1993.

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Renee, Edwards, and Barker Larry Lee 1941-, eds. Intrapersonal communication processes. Scottsdale, Ariz: Gorsuch Scarisbrick, 1987.

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Jeffers, Susan J. Inner talk for aconfident day. Carson, Calif: Hay House, 1992.

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Eagen, Rachel. Straight talk about ... cutting and self-injury. St. Catherines, ON: Crabtree Publishing Company, 2011.

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Self talk, soul talk. Eugene, Or: Harvest House Publishers, 2007.

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Richards, James B. Self-Talk. MileStones International Publishers, 2004.

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Book chapters on the topic "Self-talk"

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Mohiyeddini, Changiz, and Cecilia A. Essau. "Self-Talk." In Encyclopedia of Child Behavior and Development, 1324–26. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2565.

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Van Raalte, Judy L., and Andrew Vincent. "Self-Talk." In Routledge Handbook of Applied Sport Psychology, 571–79. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003173588-66.

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Clark, Adele, and Jacqui Blades. "Positive self-talk." In Practical Ideas for Emotional Intelligence, 83–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-45.

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Epstein, Norman B. "Anger Management Self-Talk." In Techniques for the Couple Therapist, 111–14. New York, NY : Routledge, 2016. Includes bibliographical references and index.: Routledge, 2016. http://dx.doi.org/10.4324/9781315747330-23.

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Hall, Joan Kelly, Yingliang He, and Su Yin Khor. "Repair and Self-Talk." In The Practical Nature of L2 Teaching, 261–93. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003282266-9.

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Pichler, Pia. "Self-disclosing Sex Talk: Self-determined Girls." In Talking Young Femininities, 159–87. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234598_5.

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Busch, Bradley, and Edward Watson. "The One about Self-Talk." In The Science of Learning, 110–11. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429461545-54.

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Sunderland, Margot, and Nicky Armstrong. "Self-talk: criticism or compassion." In Draw On Your Emotions, 62–64. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315115009-26.

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Watson, Edward, and Bradley Busch. "The One about Self-Talk." In A Parent's Guide to the Science of Learning, 94–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125709-47.

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Bailey, Roy. "The power of self-talk." In MasterStress, 55–58. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169323-15.

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Conference papers on the topic "Self-talk"

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Hinchliffe, Ian. "Summary talk: Gauge boson self interactions." In The International symposium on vector boson self-interactions. AIP, 1995. http://dx.doi.org/10.1063/1.49315.

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Atmoko, Adi, Henny Indreswari, Irene Maya Simon, Nugraheni Warih Utami, and Aryudho Widyatno. "Counselor Self-Talk in Counseling Services." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.2.

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Garlan, David. "Invited Talk - Engineering Self-Healing and Self-Improving Systems." In Reliability Improvement Companion. IEEE, 2011. http://dx.doi.org/10.1109/ssiri-c.2011.35.

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Kirsch, Christoph M. "On the self in selfie (invited talk)." In SPLASH '18: Conference on Systems, Programming, Languages, and Applications: Software for Humanity. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3281287.3281288.

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Shwartz, Vered, Peter West, Ronan Le Bras, Chandra Bhagavatula, and Yejin Choi. "Unsupervised Commonsense Question Answering with Self-Talk." In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.emnlp-main.373.

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"Invited Talk: Rainbow: Engineering Support for Self-Healing Systems." In 2009 XXIII Brazilian Symposium on Software Engineering (SBES). IEEE, 2009. http://dx.doi.org/10.1109/sbes.2009.35.

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Tyrrell, Kellen, and Masoumeh Heidari Kapourchali. "Unsupervised Learning for Exploring Hidden Structures in Self-Talk." In 2023 IEEE 19th International Conference on Body Sensor Networks (BSN). IEEE, 2023. http://dx.doi.org/10.1109/bsn58485.2023.10331182.

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Naphatchakorn, Vanapanich, and Panurushthanon Phichayavee. "Effect Of Self-Confidence By Self-Talk Skill Training On Anxiety In Korfball Shooting." In Proceedings of the 8th ACPES (ASEAN Council of Physical Education and Sport) International Conference, ACPES 2022, October 28th – 30th, 2022, Medan, North Sumatera, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.28-10-2022.2327451.

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Premnath, K. N. "Plenary talk: Challenges in self organizing networks for wireless telecommunications." In 2011 International Conference on Recent Trends in Information Technology (ICRTIT). IEEE, 2011. http://dx.doi.org/10.1109/icrtit.2011.5972499.

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Reports on the topic "Self-talk"

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Daubney, Kate. Lessons in Readiness: Self-determination and student agency in careers, employability, and success. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-04.

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Many university careers services sit structurally within the broad family of “Student Success”, but in practice, their strategic drivers often look quite different. While university student success strategies often claim to be focused on the student’s holistic journey into and through the university, then out into the world, careers services’ success in supporting students’ transition out is often reduced to data measuring and judged by the outcome of that journey in terms of work or further study after graduation (e.g., Gasevic et al., 2019; Knox, 2017). Consequently, careers services can find themselves unwittingly trapped within a contradiction. On one hand, they are existentially motivated to support the student’s individual journey and the diversity of their future outcomes. On the other hand, they—and the student—are judged on the nature of those outcomes. This contradiction has—in the United Kingdom (UK) at least—led to some important and innovative approaches by university careers services to enabling students’ agency through their readiness to progress on that journey. But I think those approaches also surface some important questions with relevance to all student services about what we mean when we talk about agency.
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Naim, Michael, Andrew Spielman, Shlomo Nir, and Ann Noble. Bitter Taste Transduction: Cellular Pathways, Inhibition and Implications for Human Acceptance of Agricultural Food Products. United States Department of Agriculture, February 2000. http://dx.doi.org/10.32747/2000.7695839.bard.

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Historically, the aversive response of humans and other mammals to bitter-taste substances has been useful for survival, since many toxic constituents taste bitter. Today, the range of foods available is more diverse. Many bitter foods are not only safe for consumption but contain bitter constituents that provide nutritional benefits. Despite this, these foods are often eliminated from our current diets because of their unacceptable bitterness. Extensive technology has been developed to remove or mask bitterness in foods, but a lack of understanding of the mechanisms of bitterness perception at the taste receptor level has prevented the development of inhibitors or efficient methods for reducing bitterness. In our original application we proposed to: (a) investigate the time course and effect of selected bitter tastants relevant to agricultural products on the formation of intracellular signal molecules (cAMP, IP3, Ca2+) in intact taste cells, in model cells and in membranes derived therefrom; (b) study the effect of specific bitter taste inhibitors on messenger formation and identify G-proteins that may be involved in tastant-induced bitter sensation; (c) investigate interactions and self-aggregation of bitter tastants within membranes; (d) study human sensory responses over time to these bitter-taste stimuli and inhibitors in order to validate the biochemical data. Quench-flow module (QFM) and fast pipetting system (FPS) allowed us to monitor fast release of the aforementioned signal molecules (cGMP, as a putative initial signal was substituted for Ca2+ ions) - using taste membranes and intact taste cells in a time range below 500 ms (real time of taste sensation) - in response to bitter-taste stimulation. Limonin (citrus) and catechin (wine) were found to reduce cellular cAMP and increase IP3 contents. Naringin (citrus) stimulated an IP3 increase whereas the cheese-derived bitter peptide cyclo(leu-Trp) reduced IP3 but significantly increased cAMP levels. Thus, specific transduction pathways were identified, the results support the notion of multiple transduction pathways for bitter taste and cross-talk between a few of those transduction pathways. Furthermore, amphipathic tastants permeate rapidly (within seconds) into liposomes and taste cells suggesting their availability for direct activation of signal transduction components by means of receptor-independent mechanisms within the time course of taste sensation. The activation of pigment movement and transduction pathways in frog melanophores by these tastants supports such mechanisms. Some bitter tastants, due to their amphipathic properties, permeated (or interacted with) into a bitter tastant inhibitor (specific phospholipid mixture) which apparently forms micelles. Thus, a mechanism via which this bitter taste inhibitor acts is proposed. Human sensory evaluation experiments humans performed according to their 6-n-propyl thiouracil (PROP) status (non-tasters, tasters, super-tasters), indicated differential perception of bitterness threshold and intensity of these bitter compounds by different individuals independent of PROP status. This suggests that natural products containing bitter compounds (e.g., naringin and limonin in citrus), are perceived very differently, and are in line with multiple transduction pathways suggested in the biochemical experiments. This project provides the first comprehensive effort to explore the molecular basis of bitter taste at the taste-cell level induced by economically important and agriculturally relevant food products. The findings, proposing a mechanism for bitter-taste inhibition by a bitter taste inhibitor (made up of food components) pave the way for the development of new, and perhaps more potent bitter-taste inhibitors which may eventually become economically relevant.
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3

ADHD, Self-Harm, and the Importance of Early Childhood Intervention - In Conversation with Dr. Melissa Mulraney. ACAMH, October 2021. http://dx.doi.org/10.13056/acamh.17233.

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In this podcast, we talk to Dr. Melissa Mulraney, Senior Lecturer and co-leader of the Child Mental Health Research Centre at the Institute for Social Neuroscience in Melbourne, Australia, Honorary Research Fellow at the Murdoch Children's Research Institute in the Department of Paediatrics at the University of Melbourne, and Associate Editor of CAMH.
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4

Youth talk about sexuality: A participatory assessment of adolescent sexual and reproductive health in Lusaka, Zambia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1023.

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Thirty-six percent of Zambia’s 9 million inhabitants are between 10 and 19 years of age, and most adolescents are sexually active by their mid-teens. Pregnant teenagers have an elevated risk of maternal mortality and complications related to birth. In 1990, at Lusaka’s University Teaching Hospital, self-induced abortion accounted for up to 30 percent of maternal mortality, and one-quarter of these deaths occurred in women under 18 years. Sexually transmitted infections (STIs) are a major health problem for adolescents, yet only a small proportion protect themselves from pregnancy and STIs. There are many barriers to improving the situation, including opposition by parents and teachers to the use of modern contraceptive methods. CARE Zambia is conducting a study to test community-based strategies that increase knowledge of, demand for, and use of barrier methods to reduce unprotected intercourse among out-of-school adolescents in peri-urban Lusaka. As noted in this report, adolescent behavior change will be measured as the prevalence of barrier method use, number of sexual partners, FP attitudes, and measures of self-esteem and responsibility among participants.
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